Where should the balance be between “scientist” and “practitioner” in Australian undergraduate psychology?

The scientist—practitioner model of training in psychology has been widely influential in the development of undergraduate curricula in Australia. The model had its origins in post‐war America and has formed the basis for accreditation of psychology courses in Australia since the late 1970s. Recently a reconsideration of the model in Australian undergraduate psychology was argued for, suggesting that the absence of significant practical skills development in most curricula is detrimental to the discipline's graduates and their employers. The authors agree that the need for some practical skills development in undergraduate curricula is becoming increasingly important for psychology. Many of the exemplars of curriculum revision provided, however, are impractical and are unlikely to make significant contributions to Australian programs. There is an urgent need to consider the graduate attributes desired for 3‐year and 4‐year trained psychology graduates who will go on to employment without completing postgraduate study. Curriculum innovation to enhance graduates' employability will flow from this development, and will be likely to incorporate information technology solutions, rather than placement experience. This process is entirely compatible with the scientist—practitioner model of training and education in psychology.     

Kings,Professors, and Ploughboys: On the Accessibility of Scripture

Under the heading of ‘the accessibility of Scripture’ I investigate accounts of the conditions – skills, knowledge or status – necessary to extracting meaning from the text adequately. I suggest that modern theological scholarship has a visibly different account from classical Reformation and post‐Reformation dogmatics, insisting on the need for historical and linguistic expertise, which used to be denied, and refusing any account of the need for the aid of the Holy Spirit, which used to be insisted upon. I suggest that, because of the constructed nature of the ‘Bible’, theological accounts of Bible reading must be responsible to lived practices of engagement with the text to be academically coherent, and on this basis argue for the superiority of the older tradition.     

Avengees' perspectives on revenge: Commitment as a predictor and relationship type differences

This study investigated how people respond emotionally to and make sense of the experience of being on the receiving end of an angry relationship partner's attempted revenge. Using an interdependence theory framework, we tested hypotheses concerning the role of commitment and investigated differences due to relationship type. We asked participants (N = 439) if they had experienced revenge at the hands of either a romantic partner, family member, or associate. Among those who had (N = 254), we found support for hypotheses linking commitment with avengees' affective and evaluative responses to being the target of revenge, but little evidence that these associations vary by relationship type. Possible routes by which commitment may influence people's experiences as avengees are discussed.     

Innovation Motivation and Artistic Creativity

Innovation motivation is a social learning model of originality comprising two variables: the need to be different and innovation expectancy. This study examined their contribution to artistic creativity in a sample of undergraduates. Participants completed measures of both innovation motivation variables as well as intelligence, adjustment, and artistic training. Participants completed three drawings using colored pencils: a human artifact, a non‐human life form, and a person. Choice of main subject and details were tabulated for each drawing and originality scores were derived based on the infrequency of each thematic element. The drawings were also evaluated for technical proficiency and creativity by two master's level art therapists. The need to be different and innovation expectancy each predicted the originality of each drawing; together, they predicted 42% of the variance in the composite originality score. The need to be different and innovation expectancy also predicted proficiency and creativity ratings, especially the latter. The other variables yielded weaker, less consistent predictions. In general, both innovation motivation variables still predicted significant proportions of the variance in originality scores and creativity ratings even after controlling for other variables.     

THE IMPACT OF HUMAN RESOURCE AND OPERATIONAL MANAGEMENT PRACTICES ON COMPANY PRODUCTIVITY: A LONGITUDINAL STUDY

Within the strategic human resource management (SHRM) perspective, psychology‐based practices, especially empowerment, extensive training, and teamwork, are seen as vital to sustained competitive advantage. Other approaches, such as those of integrated manufacturing and lean production, place greater emphasis on operational initiatives such as total quality management, just‐in‐time, advanced manufacturing technology, and supply‐chain partnering as determinants of organizational performance. We investigated the relative merits of these practices through a study of the productivity of 308 companies over 22 years, during which time they implemented some or all of these 7 practices. Consistent with SHRM theory we found performance benefits from empowerment and extensive training, with the adoption of teamwork serving to enhance both. In contrast, none of the operational practices were directly related to productivity nor did they interact with other practices in ways fully consistent with the notions of integrated manufacturing or lean production.     

Employment of Recent University Business Graduates: Do Age,Gender, and Minority Status Make a Difference?

This study examined differences in the process of job search based on age, gender, and minority status. A sample of 398 recent business graduates of a southern university completed a survey on their current status and job search process, which was matched to their academic record. Results showed that women had higher GPAs than did men, but fewer women went on to graduate school immediately after graduation. African Americans had lower GPAs at graduation, were more likely to have used the university placement center, and were less likely to have had internships than Whites. These results are discussed in terms of providing better preemployment opportunities for women and African Americans and in terms of a realistic employment preview mechanism for all students.     

Facilitative Style,Individual Innovation,and Emergent Leadership in Problem Solving Groups

ABSTRACT This study responded to an issue raised in a recent review of leadership research regarding the lack of available data concerning leader characteristics and management of creative work groups. Specifically, the effects of facilitative leadership style and individual creative contributions on emergent leadership were assessed in an initially leaderless creative problem solving situation. Participants were 34 university security officers who were divided into four groups to play Island Commission. At the end of the session, participants rated each other on facilitative style, innovative contribution, and leadership behavior. Both independent variables made a significant contribution to perceptions of leadership (R = .82, p < .0001). Results are discussed in terms of leadership theory, and implications for personnel selection, training, and development of creative problem solving teams.